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Information for Faculty

If a student identifies as having a disability and presents a letter of accommodation from the Disability Services office, generally it is the instructor's responsibility to ensure that the learning environment is accessible. Due to the very personal and private nature of some disabilities, it is important that instructors create an atmosphere in which students feel comfortable about coming forward to discuss any accommodation requests they may have. This is where the ADA statement in your syllabi is helpful. It is also imperative that instructors safeguard the confidentiality of students who disclose having a disability and/or request reasonable accommodation for a disability.Reasonable accommodations refers to steps that can be taken without significant difficulty or expense to allow otherwise qualified students to fulfill course requirements by limiting as much as possible the effects of their disabilities on their performance. If reasonable accommodations are not obvious, effort must be made to look for possible effective accommodations.Disability Services is responsible for assessing a student's eligibility for reasonable accommodation and recommending specific accommodation techniques based on information provided by the student's health care provider. The following are examples of accommodations that may be necessary to ensure equal access to education:

Coordination of special arrangements to meet individual test taking needs

Volunteer peer notetakers

Permission to use a voice recorder in lecture classes

Sign language interpretation

Real Time Captioning services

Alternative tables and chairs in the classroom

Facilitation of obtaining books in alternate formats

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Suggestions for Instruction in the Classroom

Provide students with a detailed course syllabus. Make the syllabus available before registration week and be sure to include the required ADA statement.

Clearly spell out expectations (grading, material to be covered, due dates) at the start of the course. This is especially critical for disabled students who need lead time in order to arrange support services (alternately formatted textbooks, enlarged print, interpreter services, etc.).

Use all modalities: visual, auditory, kinesthetic and tactile. Use visual aids to reinforce what you say. Present new vocabulary in both spoken and written form. Describe orally any diagrams, charts, etc. used during lectures. Give opportunities for hands-on learning whenever possible.

Give copies of visual aids to visually impaired students before or at the beginning of a lecture when possible.

Illustrate abstract concepts with concrete examples.

Be sensitive to the fact that some students are very uncomfortable reading aloud.

Encourage students to use current technology to enhance learning: voice recorders, computers, calculators, laptops, etc.

Encourage students to use campus support services (such as tutoring) available through the TLT located in DeMille Hall.

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Extended Testing Time Process (Orange Campus Only)

This is the most commonly approved accommodation and requires some action on your part.

1. The first step in this process is the student decides (at least a week in advance) to utilize this accommodation for an upcoming exam.

2. The student should book a testing room at the Testing Center.

3. You will receive an email notification in which the Testing Center advisor will ask for the test and any instructions on administering the test.

4. You should respond to the email, indicating your instructions for how the test is to be administered (time limits, open/closed book, etc.) and instructions for pickup and delivery of the test.

* Please be aware that we do not want the student to bring the test with them or deliver it back to you. The Testing Center makes every effort to ensure the security of tests.